Investigations Blog

A Space for All of Us: Setting Up the Classroom Environment

“The space has to be a sort of aquarium that mirrors the ideas, values, attitudes, and cultures of the people who live in it.” – Loris Malaguzzi, The Hundred Languages of Children. The start of the school year is an exciting time for teachers, children, and families. I remember the joy of putting together an inviting, student-centered room. Early in my teaching career this meant shopping for folders, name tags, borders and cutouts, and countless hours designing bulletin boards and displays....

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Developing Norms in the Investigations 3 Classroom

Our first blog about norms discussed ways to work with students to establish norms that support the development of an equitable and inclusive mathematics learning community. In this blog, we share some of the ways the Investigations curriculum supports teachers in doing that work. In the first few days and weeks of school, students in Investigations classrooms work independently, with partners, and in small groups; make choices and use materials during Math Workshop; and participate in...

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Ready, Set, Norms!

The beginning of the year is an exciting time; one that offers us an opportunity to get to know our students. As we learn their interests, cultures, developing identities, and preferences we are simultaneously thinking about how we can create an equitable learning community that values and respects varied ideas, competencies, and contributions. A critical component of an inclusive classroom community is the development of norms. Many of us remember the beginning of school as a time when...

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Establishing an Equitable Learning Community in the Investigations Classroom

The question is not whether all students can succeed in mathematics but whether the adults organizing mathematical learning opportunities can alter traditional beliefs and practices to promote success for all. (NCTM 2014 Principles to Actions) The development of children’s mathematical ideas is at the heart of the Investigations curriculum which supports teachers in deepening their understanding of the mathematics they teach and how their students come to understand it. Equitable learning...

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A Framework for Reflecting about Equity in the Investigations Mathematics Classroom

For the past two years the project staff of the Investigations Center for Curriculum and Professional Development has been studying literature that addresses issues of equity, access, identity, and agency in mathematics education (for example, see Aguirre et. al., 2013; Ball, 2018; Gutiérrez, 2007; Hammond, 2015; Kay, 2018; Ladson-Billings, 2006; Nasir, 2016; NCSM & TODOS, 2016). During this study, we have been asking ourselves: How can a mathematics curriculum be a tool for anti-racist...

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The Learning Continues

In February 2021, amidst growing conversations about “learning loss” and “the covid slide,” we wrote a blog, “This Learning is Not Lost” which presented a different perspective. It introduced a series of blogs (1, 2, 3, 4), based on visits to virtual classrooms where: students were engaged by and working deeply on content students were sharing mathematical ideas and building on each other’s ideas teachers were working hard to facilitate lively and meaningful discussions and to support student...

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Meaningful Math Discussions: It’s about the Ideas, Not Where You Discuss Them

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from teachers and students who are teaching and learning math online, and to see how the rigor and coherence of the curriculum is supporting them in that work. This series of blogs will share some of what we are learning. (Read an...

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Meaningful Math Talk — It’s Still Happening in the Remote Classroom

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from teachers and students who are teaching and learning math online, and to see how the rigor and coherence of the curriculum is supporting them in that work. This series of blogs will share some of what we are learning. (Read an...

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In Person or Remote: This is What Doing Math Is

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from teachers and students who are teaching and learning math online, and to see how the rigor and coherence of the curriculum is supporting them in that work. This series of blogs will share some of what we are learning. (Read an...

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Teaching Investigations 3 Remotely: Not So Different

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from teachers and students who are teaching and learning math online, and to see how the rigor and coherence of the curriculum is supporting them in that work. This series of blogs will share some of what we are learning....

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